Dynamic Dammar

1. Use of cellphone in ELT classroom

2. Students’ unwillingness in participating in group discussion
3. Impact of communicative methods in ELT classroom
https://www.slideshare.net/royalchildacademylapulapu/differentiated-
instructions-36378683
https://www.slideshare.net/jillaaguilar/differentiated-instruction-
5561331
Tomlinson, C. A. (2005). The differentiated classroom. USA: ASCD.
Educating Students to Improve the World
https://link.springer.com/book/10.1007/978-981-15-3887-2
Fernando M. Reimers
ent in global education
Offers a blueprint to prepare students to find meaning and relevance in
a rapidly changing world, equipping them with the skills to invent the
future
Brings together scholarly work and literature that supports practical
approaches to empowering students as global citizens
Proposes a comprehensive framework for planning and implementing
global education programs that combines the five core dimensions of
lasting educational change: culture, psychology, profession, institutions
and politics
Offers a rich framework integrating an extensive review of empirical
literature on the practice of global education to help leaders manage
the complexity of educational change to align instruction with today’s
most urgent challenges
Easily navigates between the worlds of scholarship and practice,
illustrating core theoretical ideas with concrete examples of curriculum
and teacher development.
ISBN: 978-981-15-3886-5
2020
EUR 29.99
Introduction
This open access book addresses how to help students find purpose in a
rapidly changing world. In a probing and visionary analysis of the field
of global education Fernando Reimers explains how to lead the
transformation of schools and school systems in order to more
effectively prepare students to address today’s’ most urgent challenges
and to invent a better future. Offering a comprehensive and
multidimensional framework for designing and implementing a global
education program that combines cultural, psychological, professional,
institutional and political perspectives the book integrates an extensive
body of empirical literature on the practice of global education. It
discusses several global citizenship curricula that have been adopted by
schools and school networks, and ties them into an approach to lead
school change into the uncharted territory of the future. Given its
scope, the book will help teachers, school and district leaders tackle the
change management needed in order to introduce global education,
and more generally increase the relevancy of education. In addition, the
book offers a “bridge” for more productive collaboration and
communication between those who lead the process of educational
change, and those who study and theorize this important work.
At a time when the urgency of our shared global challenges calls for
more understanding and collaboration and when the rapid
transformation of societies requires that we help students develop a
clear sense of relevancy and purpose, this book offers a way to pursue
deep and sustainable change in instruction and school culture, so that
students learn that nothing human is foreign and that they can find
meaning in lives aligned with audacious purposes to make the world
better.
Keywords
21st century skillsglobal educationmulticultural educationdeeper
learningimmigrant studentsdiversity and educationteaching diverse
studentsframework for global educationglobal citizenship
educationglobal citizenship curriculumleading transformation of
schoolsinternationalization of educationschool reformschool
changeschool leadershipopen accesslearning and instruction
Authors and affiliations
Fernando M. Reimers1
1.Harvard Graduate School Of EducationCambridgeUSA
About the authors
Fernando M. Reimers is the Ford Foundation Professor of the Practice
of International Education, and Director of the Global Education
Innovation Initiative and of the International Education Policy Masters
Program at Harvard University. An expert in the field of Global
Education, his research and teaching focus on understanding how to
educate children and youth so they can thrive in the 21st century. He is
a member of UNESCO’s commission on the Futures of Education. He
has authored or edited thirty-three scholarly books, including
Audacious Education Purposes, Empowering Teachers to Build a Better
World, Teaching and Learning for the 21st Century, Preparing Teachers
to Educate Whole Students: An International Comparative Study,
Letters to a New Minister of Education, learning to Improve the World,
Empowering Global Citizens, Empowering Students to Improve the
World in Sixty Lessons, and Learning to Collaborate for the Global
Common Good.
Professor Reimers has combined an academic career studying the
process of educational change, writing, and educating the next
generation of system level leaders, with active participation in efforts to
make schools more relevant in a changing world, through work on the
governing boards of numerous education organizations, as well as
advising schools, school networks, governments, education
organizations and international development agencies. He is also the
author of a series of children’s books designed to foster inter-
generational conversations on inclusive values.
In 2019, he received a Centennial Medal from the International
Institute of Education for his work advancing international education. In
2017 he received the Global Citizen Award from the Committee on
Teaching About the United Nations (CTAUN) for his work on global
citizenship education. In 2015 he was appointed the C.J. Koh Visiting
Professor of Education at the National Institute of Education in
Singapore in recognition of his work in global education. He holds an
honorary doctorate from Emerson College for his work on human rights
education, is a fellow of the International Academy of Education, and is
a member of the Council of Foreign Relations.
Bibliographic information
Book Title
Educating Students to Improve the World
Authors
Fernando M. Reimers
Series Title
SpringerBriefs in Education
Series Abbreviated Title
SpringerBriefs in Education
DOI
https://doi.org/10.1007/978-981-15-3887-2
Copyright Information
The Editor(s) (if applicable) and The Author(s) 2020
License
CC BY
Publisher Name
Springer, Singapore
eBook Packages
Education
Education (R0)
Softcover ISBN
978-981-15-3886-5
eBook ISBN
978-981-15-3887-2
Series ISSN
2211-1921
Series E-ISSN
2211-193X
Edition Number
1
Number of Pages
X, 131
Number of Illustrations
1 b/w illustrations, 6 illustrations in colour
Topics
Curriculum Studies
Educational Policy and Politics
Learning & Instruction
Education Policy
Sociology of Education
Sociology of Education
The differentiated Instruction was not even close to the initial stage of
implementation due to large class size, syllabus constraint, time
constraint, lack of teacher professional development events, and digital
incompetency during the COVID-19 pandemic. (Bidari, 2021)
Before you go to bed tonight, please write a couple of paragraphs
reflecting on today's lesson:
What happened from the beginning till the end?
How did you feel during the lesson?
What you were thinking as you were attending the lesson
What was the main learning today?
This is Dammar Singh Saud from Darchula. Today, I attended the first
online class of Research Methods taught by Professor Laxman Gnawali
and assisted by Shikha Gurung Mam. There were more than 28
enthusiastic students who participated actively in the lesson. It was
really an interesting and interactive class where all participants got
opportunity to take active participation in teaching learning process.
Professor Gnawali successfully attracted the students' attention
towards today's lesson from beginning to the end of the lesson by
providing different interesting activities such as "creating two words
unique names", "proposing research problems at the moment
practically", "questioning and answering suddenly", sharing ideas and
so on.
Moreover, everything in today's lesson is systematic and organized.
What important thing we learnt from first class is all about the basic
concepts of research, its features and types, relation of educational
research with society and many more. Similarly, I am very glad today
because I got enrolled in the course of this subject (KUSOOED
E_LEARNING) and learnt how to use this site for e-learning.
In conclusion, I must say I am very lucky to have friendly, motivating
and techno-savvy professors as well as colleagues and hope that we will
definitely achieve our goal and grow together.
-Dammar Singh Saud
MPhil Scholar, KUSOED 2022 Batch

The Second day class of EDUC 620 Research Methods taught by

Professor Gnawali was very interesting and engaging. As usual
Professor Gnawali warmed up the class socially. Then Mr. Thapa and
Mr. Gaudel presented the essence of the book "Educational Research:
Planning, Conducting and Evaluating Quantitative and Qualitative
Research" written by Cresswell. From their short presentation we
became more clear about the steps of research process, elements and
types.

Then, Professor Gnawali presented a lesson on the basic concept of

research and how basic belief systems determine the different types of
research paradigms. At the same time he exemplified how
philosophical perspectives i.e. ontology, epistemology, axiology and
methodology play great role in the field of research and its paradigm.
We really felt motivated and enjoyed when we got opportunity to learn
about major different research paradigm i.e. positivism, post-
positivism, interpretivism, criticalism, postmodernism and integrating
paradigms with the pertinent and interesting examples of fisherman.
Furthermore, we were divided into different six break out groups for
discussing on the major six types of research paradigm. I was in the
postpositivist group and participated in the group discussion, though
we got some technical issues. However, one member from each group
shared the essence of the research paradigm of their group. It was
really a participatory approach of teaching and learning where
everyone played their role successfully.

At the end of the class professor Gnawali instructed us about coming

presentations and assignments and Ms. Gurung reminded us to submit
assignment on time regularly. Thank you.
Dammar Singh Saud
MPhil Scholar, KUSOED
Reflect as a scholar of a research degree. Jot down ideas with the help
of the following questions. Then, read the paper attached below.
Finally, put together your ideas to make it a good reflective write up.
1. Have you chosen any issues for your M. Phil / PhD research?
What are they, if any?
2. How have you conceptualized research in English language
education?
3. What possible factors might hinder and facilitate you to learn
different notions of research during this coursework?
4. What specific strengths are you likely to bring to this course?
Word limit: 500 – 800 words, non-graded but mandatory.
Teaching profession is really challenging but exciting. Teachers must
have habit of reading and doing research for updating themselves and
producing positive impact in their profession. Teachers can only do
justice to the students and profession as a whole, if they are constantly
engaged in learning and research. Therefore, being a university teacher
and MPhil scholar at KUSOED, I have encountered with some issues
related with English Language Education which can be the issues for my
MPhil research.
When I consider the issues for MPhil research, though I have not
finalized any specific issue, I often wonder why there is huge gap
between ELT theories and practices; how we can develop high level
expertise in ELT practitioners and most importantly how we can truly
implement pertinent pedagogy in English Language Education. In other
words, ELT theories and practices, teacher education and professional
development and teaching materials and methods are the core interest
area for my MPhil research.
Research is a systematic and scientific investigation to find out the best
solution for the problem. It is a rigorous task which follows certain
process and format. On the basis of research paradigm, a researcher
generally determines their research design. Research skills are required
to conduct any academic research successfully. Research skills refer to
the ability to search for, locate, extract, organize, evaluate and use or
present information that is relevant to a particular topic. Academic
research is a specific type of research: a process of detailed and
methodical investigation into some area of study. It involves intensive
search, investigation, and critical analysis, usually in response to a
specific research question or hypothesis. It also usually involves a lot of
reading. Research process contains a series of closely related activities
which has to carry out by a researcher. Research process requires
patients. There is no measure that shows your research is the best. It is
an art rather than a science. Following are the main steps in research
process.
 Selection of Research Problem
 Extensive Literature Survey
  Making Hypothesis
 Preparing the Research Design
 Sampling
 Data collection
 Data Analysis
 Hypothesis Testing
 Generalization and Interpretation
 Preparation of Report
Teachers, students and other stakeholders often encounter many
issues and challenges in the field of English Language Education. As a
result, research has become an essential task for the academics and
stakeholders to address such issues and challenges of their profession.
Teaching and research should go side by side because they are
complementary.
There might be some possible factors which might hinder and facilitate
to learn different notions of research during this course work. On the
one hand, what might hinder to learn different notions of research can
be the time management, the little practical experience of research and
the challenge of balancing personal work, study and teaching. However,
the long teaching experience of the university level, the experience of
doing thesis in Master’s Degree, and some attempt of writing article in
related field and most importantly the encouraging and inspiring
environment of KUSOED definitely facilitate to learn different notions
of research during this course work.
Finally, I believe that being honest toward our dream and under the
guidance of competent, encouraging, inspiring and expert team of
professors at KUSOED certainly help us to develop our research skills,
writing skills, critical and analytical skills so that we will definitely
contribute more in the field of English Language Education.
 Dammar Singh Saud
MPhil Scholar, KUSOED

https://www.edukhabar.com/news/15322?
fbclid=IwAR2L17nluzAZiNPhzjS9bCfVmroHKW81AWiVOkpFtxo_-
PCIPQm8XwFp7lg
Medium of Instructions Policy in Nepal: Gap in Policy and Practice
7 hours ago Nani Babu Ghimire0 Comments133English
68
Shares
facebook sharing button Sharetwitter sharing button Tweetmessenger
sharing button Sharewhatsapp sharing button Sharesharethis sharing
button Share

Nepal is a multilingual and multicultural country composed of various

ethnic groups. Nepal bears 123 languages that are spoken as ‘mother
tongue’ among 125 ethnic communities (Population census, 2011).
Nepali is the largest language of Nepal which is spoken by 44.6% of the
population as the mother tongue and used in government offices,
courts, schools, and other public spheres. The number of native
speakers of English in Nepal is 2032 (0.01%) which is too much less in
comparison to other languages but people in Nepal are motivated
towards teaching their children English language. The English language
was formally introduced in the Nepalese education system during the
Rana period which functions as a 'foreign language' and a 'lingua franca'
in Nepal. English is widely used in the field of education, research,
business, tourism, mass media, international communication, socio-
cultural gatherings, family weddings, birthday celebrations, and it is
introduced as a compulsory and optional subject from grade one to
Bachelor level. Moreover, English has been used as a Medium of
Instruction (MOI) in school education in Nepal.

When we look back at history, there were no specific policy documents

regarding the medium of instruction (MOI) in the Rana regime and
before that. After the establishment of democracy in Nepal in 1950, the
government allows the public to open the school. To manage the
education system appropriately by following democratic norms and
values, the first democratic government established the Ministry of
Education and also formed the Nepal National Education Planning
Commission’ (NNEPC) to recommend the policies for educational
reforms in the country. The commission recommended the Nepali
language as the medium of instruction in school education because the
practice of only one language facilitates national integration by
mentioning in the report as "If the younger generation is taught to use
Nepali as the basic language, then other languages will gradually
disappear, and greater national strength and unity will result". The
recommendation provided by the commission regarding only Nepali as
a medium of instruction and banned to other languages in school
premises is not democratic in a multilingual context. It is against the
democratic norms and values as in a democratic system all languages
need to be considered equally. Holding monolingual policy cannot
create national unity among people but it develops frustration towards
the policy among the speakers of other languages.

In the Panchyat system, the Government implemented the National

Education System Plan (NESP) which determined the goals of education
as 'to promote development through the unification of the nation
under one language and culture'. This plan nationalized all schools and
also declared Nepali as the sole medium of instruction in school
education. The Panchyat regime continued the monolingual policy by
focusing on the use of the Nepali language in the name of national
unification as ek bhasha/ek desh niti (one nation/one language policy).
The MOI policy obtained by the Panchyat regime was directed to
eradicate all languages other than Nepali in our multilingual and diverse
country by ignoring to develop all languages correspondingly which is
against the linguist human rights of the speakers of minority languages.

After the restoration of the democratic system in 1990, the newly

formed government declared a new constitution that recognized Nepal
as "a multicultural and multilingual country" by stating, "All the
languages spoken as the mother tongue in the various parts of Nepal
are the national languages of Nepal". The Constitution of Nepal (1990)
is more autonomous and lithe towards addressing the rights of
minorities people because it confirmed the right to education in mother
tongue and also made provisions to promote the languages, literature,
scripts, arts, and cultures of each ethnic group of the country. However,
the government obtained the neoliberal economic policy in the
country, and many Institutional (private) English medium schools are
established which is contradictory to the policy of providing education
in mother-tongue at school education.
The constitution of Nepal 2015 redefined Nepal’s identity as a
‘multilingual, multiethnic and multicultural" nation. Further, the
constitution has given much more priority to other languages in
addition to Nepali as, "all languages spoken as the mother tongues in
Nepal are the languages of the nation". Moreover, the constitution has
'Right relating to education as fundamental rights of people in which
there is the provision of the right to get education in the mother
tongue. Furthermore, the constitution has mentioned "to pursue a
multi-lingual policy" in the education system of Nepal in the 'policy of
the state'. The provision that is given in the constitution denotes that
either mother tongue-based or multilingual education can be done in
the school education of Nepal.

The government has developed policies, acts, and frameworks to

implement the provisions of the constitution practically. The provision
of the medium of instruction in school education has been mentioned
in the seventh & eighth amendments of the Education Act (1971) and
the Act relating to Compulsory and Free Education (2018) that the
medium of instruction to be provided by the schools shall be the Nepali
language, English language or both the languages or mother tongue of
the Nepali community. Likewise, the 'Medium of Instruction and
Languages for Education Police' has referred to Nepali or indigenous
languages as MOI up to Grade 3, Nepali as MOI in Grade 4 and 5.
Regarding Grade 6 to 8, Nepali is used as MOI for social sciences,
languages, and arts, and English as MOI for Math and Science.
Moreover, Nepali is continued as a compulsory subject, and English is
used as MOI for other subjects in Grade 9 to 12. Recently launched, the
National Curriculum Framework of School Education (2019) has
asserted that the medium of instruction will be students' mother
tongue or Nepali language, and/or English medium can be used for
teaching other subjects except for social studies, moral education,
Nepali arts, and culture in basic level education. Nepali or English can
be a medium of instruction at the secondary level but the subjects such
as social studies, moral education, Nepali arts, and culture need to be
taught in Nepali.

It is found that the policy documents related to MOI in education have

focused on the use of mother tongue or multi-languages for the basic
level and Nepali or English for the secondary level. But, the
stakeholders of community schools are shifting the schools into EMI to
provide education in English medium from the initial class without
paying attention to the cognitive development of the children to learn
the language at a small age which is not more than the misconception
of people towards EMI as the quality myths. The policy is on one side
and the people are demanding English medium in school education
which creates significant confusion in the practical implementation of
MOI policy. As a result, we produce academically weak students from
the basic level of school education in the name of quality education
through EMI so that it is not to be delayed to remove the confusion
between policy and practice of MOI policy.

(The author is a Lecturer at Siddhajyoti Education Campus Sindhuli and

a Ph. D. Scholar in English Education at Tribhuvan University)
Published On 3 Mar, 2022
The Role of ICT in Enhancing English Language Teaching and Learning
2 years ago Pabitra Kumari Dangi3 Comments10.6KEnglish
facebook sharing button Sharetwitter sharing button Tweetmessenger
sharing button Sharewhatsapp sharing button Sharesharethis sharing
button Share

Abstract:

Language is the mirror of human life which delineates the life of

human. Language speaks man’s personality. It is the cosmic medium
like imparting the common information of society. English and ICT have
become essential tools for a number of non-datum and emotions of
everyday life. English language has become a global language because
of its numerous functions and preferences over several other languages
over the globe. English has become the window to the world. English is
not only the mother tongue of Britain but also to so many countries like
Canada ,USA ,Newzealand etc .It is also used as second language in
many countries like Nigeria, Ghana etc. English has become a medium
for business and interactional purposes among other functions .English
is playing a major role in every field such as medicine, engineering,
education, art and law, music etc. As the world is changing, there must
be changes in language learning. But contemporaneous collide of
globalization, the expanse of English and technological development
have transformed our learning and teaching English as a Lingua franca
in an unprecedented way. In every aspect of human life, Science,
Information, Technology are playing a vital role .Even in the field of
education the technological developments have started a new page.
Traditional methods of teaching are not showing great impact on the
learners. Technology has become a tool for making the learners
innovative and also became a source for motivating the learners
towards learning. To compete with this native speakers of English.
Keywords: Paradigm, stimulus, explicit, immediacy, collaborative

Introduction:

“A new age demands a new paradigm” -Walter McKenzie “With the

help of technology, teachers will be leaders in the transformation of
education around the world”- Craig R .Barrett. ICT means Information
and Communication Technology. According to Kent, “ICT in education
point of view refers to Information and Communication Technology
such as computers, communications facilities and features that
variously support teaching learning and a range of activities in
education [QCA schemes of work for ICT in Kent country council,2004].
Because of its interactive and dynamic nature ICT has the stamina to
meet the needs of the individual student by providing opportunities to
direct their learning and to pursue information. With the usage of ICT
students can learn any subject especially English with ease. In the
context of the global exchange the role of ICT has become inevitable in
the 21st century. The use of ICT has become essential in every day
classroom teaching and learning. Its use gives a chance to teachers as
well as students to increase the quality of education and meet the
requirements set by the coeval knowledge society.ICT has become
essential tool for educational change and reform. Government of Nepal
has included ICT as one of the subject in school level education. The
Methodology of English has started a new way of using ICT in
teaching.ICT provides more opportunities for communication between
peer learners. With the use of ICT there is a two-way exchange of
knowledge between home and school/ college. The teacher abides key
to the successful use of ICT for learning. The integration of ICT in
language teaching and learning has become an interesting topic to
many researchers and education practitioners.

Computer Assisted Language Learning:

CALL is a broad and an ever changing discipline. Beatty defines, CALL as

“Any process in which a learner uses a computer and as a result
improves his or her language and it covers the wide range of current
practice in the field.”The internet and different computer applications.
Computer Assisted language learning(CALL) software, CD-ROMS ,and
Office software applications have become common place in many
teaching and learning environments. The computer can act as a
stimulus which generates analysis, discussion and writing.

The Internet:

The internet offers the best way to learn language other than
immersion in an English speaking milieu. The student’s relationship
with websites is more noticeable than with print based text. Internet
users may return to sites frequently or use internet for interaction to
share their information and ideas. Digital technology is rapidly used by
pupils and teachers not only in the classroom but also in the personal
life.

The advantages of online learning:

The internet saves our time and energy. we can learn English lessons
through internet without the need of travelling and without the need of
leaving home or bedroom. With internet students can learn English
anywhere at any time and whenever they want. The internet offers
instant feedback to the learners which enhance the learning experience
of the students.

E-Books:

An eBook is an electronic version of a traditional print book that can be

read by using a personal or by using an eBook reader like iPods and
kindle. EBooks also used to improve the teaching and learning skills in
the classroom. In eBooks teachers and students can add images, info
graphics, posters, video, and text, audio and so on. Learners can share
eBooks with their friends. E=Books strengthen students’ note making
skills, the knowledge of English grammar and application skills.

Audio Books:

Baskin and Harris (1995:372) explain, “The first literature heard, not
read.”Audio books are not discovery of this century or even of the last
one considering authentic books as equivalent to its content and not to
its format (Baskin and Harris1995:372).Audio books are applicable for
English language learners and young people who are craving for
learning English with stories. Audio books develop the four language
systems; phonological, semantic, syntactic and pragmatic. Audio books
are recordings on CD or digital file of a book which are read aloud.”The
use of audio books with struggling, reluctant or second language
learners is powerful since they act as a scaffold that allows students to
read above their actual reading level. Play way is the new arrival
regarding audio books .Play way does not need a separate players and
it is preloaded and ready to use.

Webinar:

Webinar is the best example for online learning. Webinar is an

interactive seminar conducted via the World Wide Web. Usually a live
presentation, lecture or work-shop that happens in real time as users
participate through chatting, video-chatting, file-sharing or asking
questions with a microphone. Webinars are more helpful in learning
grammar.

Interactive White Board:

Gareth Davis says that “IWB brings everything together at one placemat
one time with the use of authentic materials.”IWB acts as a
motivational tool.IWB has to be connected to the computer and data
projector.IWB offers teachers to comprise video clips, films
interviews ,electronic microscopes, different websites etc .It improves
the social skills of the students like cooperation and participation. In
IWB lessons can be recorded and saved for further use. Bactra states
that The power of images and capacity for collaboration is very
significant in White Board’s impact on learning.”IWB teaching is
completely different from traditional methods of teaching. According to
Cunnings worth “vocabulary was a neglected area of foreign language
teaching but it has gained its due recognition in the last few years” New
vocabulary, word formation and sounds are practiced easily by IWB.

Mobile Apps:

Mobile digital devices like laptops, iPods, tablets, smart phones have
made English language learning easier .At present there are so many
apps available in the App store and Play store (Android) markets. These
apps furnish students with quizzes, games, dictionaries, Podcasts and
tests. Simultaneously teachers can now constitute the “gasification”
element in teaching which put out interest in the students for a given
topic. Mobile apps can perform as a personal 24/7 English language
teacher. Some mobile apps which are amending English language
learning and teaching are Dictionary.com, Hangman, Grammar’s,
Quizmaster, 60- Second Word Challenge, Mobile Air Mouse, Ankhi Flash
Cards, and English Idioms Illustrated etc.

Audio-visual aids:

In the 21st century the use of AVA has become inevitable. It has started
a new genre in the field of teaching and learning language. Apart from
traditional teaching teachers must adopt the topical and innovative
teaching techniques.
1 The use of AVA makes the students active.

2 Students can get rid off their boredom and dullness in the class.

3 Provide attentiveness and enthusiasm.

4. They help to nurture the power of surveillance and independent

judgment.

5.They give clarification about the content in the text book.

Over head projectors/slides:

To make ideas explicit we need some visual aids. Slides and slide
projectors are used for unveiling objects in full colour. Over head
projectors are used in language teaching and learning to supplement
the black-board.

Tape-recorder/gramophone:

This is useful for teaching pronunciation, stress and intonation.

Recorded information can be reproduced in the classroom. It gives a
chance to the students to develop interest towards pronunciation. It
helps the students to test their speaking skills.
Television:

The most efficient medium for teaching is television. The television

appeals both to the ears and eyes. We can record some language
teaching programmers in CD or Cassettes and can telecast them. This
shows significant impact on the minds of the students. Radio and
television give us the experience of real world into the classroom. Here
teaching is very active process. Television is a companion, entertainer
and instructor.

Film projector:

Knowledge acquired through films has a lasting effect. We can project

some educational films, dramas etc. This can develop the listening and
speaking skills of the students.

Language laboratory:

IJSER International Journal of Scientific & Engineering Research, Volume

7, Issue 7, July-2016 5 ISSN 2229-5518 IJSER © 2016
http://www.ijser.org This is the latest innovation in the language
teaching. In this we have sound equipments and projectors, computers
etc. which can give the students the practice of listening and speaking.
Web 2.0 applications:

It has come into light in 2005. It encourages sharing between users. In

this we can have variety of applications such as blogs, social networking
websites etc. The learners can be encouraged to write their own blogs.
Social networking sites like face book, bebop, and flicker have become
very popular. These can be useful for language learning.

Mobile phones:

Mobile phone has also become very essential tool for learning a
language. It is a mini computer in every one’s pocket. Mobile phones
function in many ways like the addition of texting, email, functions etc
as computers do. In mobile phone assisted language learning we can
find portability, social interactivity, community, individuality and
immediacy.

Advantages of ICT in English language teaching:

The use of ICT has positive effects on foreign language teaching

learning.

1. We can get the required information within a fraction of second.

2. Learners become more innovative with the help of e-learning.

3. ICT provides the information to the students which will be useful for
them to compete with this competitive world.

4. English lessons that incorporate multimedia applications can exert

powerful motivation and provide bored students with exciting new
ways to learn.

5. ICT can make students and teachers to work with current and
authentic sources.

6. ICT ameliorates the learner’s interaction, verbalization involvement

in group collaborative learning.

7. Students can learn independently.

8. With ICT pictorial description is available.

Disadvantages:

1. Students get short span of attention because of the ICT in language

learning.

2. Online learning cannot offer human interaction.

3. Students may open or log on to the unnecessary websites to play
games or to watch movies etc.

4. Intense requirement for self-discipline and self direction.

5. Good infrastructure and trained man power is required to use the ICT
tools in teaching and learning.

6. Communication is taking place between learners.

7. The teacher is only a mediator.

Conclusion:

ICT’s are intrinsic tools in many educational institutions. The use of ICT
increases the scope of teaching. It provides quality learning materials
and creating autonomy of learning. Along with academic excellence,
students must have English communicative skills for their prosperous
future. Curriculums must be made easy by including technological aids.
Learners can share their work which can promote cultural diversity,
have positive motivational effects and raise self -esteem.

Dangi works as an English Teacher in Shree Prabhat Secondary School,

Baijanath-5, Banke
https://www.edukhabar.com/news/13408
The Handbook of Technology and Second Language Teaching and
Learning